A Typology of Needs Assessment Definitions in Adult Education

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Abstract
The purposes of this paper are to present a typology for differentiating between varying definitions of educational need and to outline a research study designed to assess the degree of interrelationship between the varying elements of the typology. The typology is based on the assessment of learner competence, motivation to learn, and relevance of the learning activity. The research study, conducted in a business setting, investigated the degree of independence of these elements in the assessment of learner need. Significant differences between the estimates of learner need, dependent on the elements of the typology used, are noted and implications for researchers and practitioners are discussed.

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